Foundation Learning for LLDD Learners with learning difficulties and disabilities in a County Upper School

1. Foundation Learning for LLDD (Learners with learning difficulties and disabilities) in a County Upper School� Rebecca Knaggs Longslade Community College

2. Outcomes for today This workshop will: Show you how we have identified our cohort How we implemented the FL programme How we are planning to develop it in the future.

3. Where are we now? Longslade is a County 14-19 College with two main feeder High Schools Stone Hill and Anstey Martin.� Longslade has a specialist speech and language centre to which student come from across the city and county.� Longslade was in the second year of the Foundation Learning (Tier) Pilot and has used the programme with students with Special Educational Needs, a group of 16, 14 of whom have statements for speech and language and/or literacy needs. The programme it to be rolled out next year to include another group of LLDD learners�and other cohorts are being identified.�

4. What are the benefits of FL? It has: enabled us to create personalised learning programmes that have engaged and motivated learners, helped Longslade to meet the progression needs of entry and level 1 learners established more flexible and coherent qualifications that recognise achievement at Entry level and level 1 increased access to nationally accredited qualifications that have helped motivate and reward learners by formally recognising their achievements within the QCF provided joined-up and achievable progression routes through the 14�19 learning landscape and into life-long learning

5. Discussions . . . How will we timetable? Do we enter students for GCSE Maths and English as well as Functional? What training will be needed and who will give the training for the new elements? What other support is going to be available in these FLT sessions � how many TA�s do we need? How can we deploy staff most effectively?

6. Why do an initial assessment? An effective initial assessment experience can inspire and motivate learners. It will help to: ensure they are on the right type and level of learning programme identify previous experiences and achievements that can be used to improve their progress through their learning programme find an appropriate starting point allow you to plan an individual learning programme matched to the learner's aspirations and their progression pathway identify personalised learning pathways to develop literacy, language, numeracy or key skills identify learners' strengths and potential for employment and/or progression exploit a range of approaches to gather and interpret information.

7. Initial Assessment How have we chosen our cohort? What further assessments will we need to make to ensure that their needs are catered for and so that they get �personalised learning�? What ongoing reviews will take place? http://teachingandlearning.qia.org.uk/resource/FLT_CD_6016Q/screens/flt_02_00_00_00/page.html

8. Future Initial Assessment We have developed an Individual Learning Plan to use with our new cohort for next year and we will introduce it to our Year 11 group in the Summer half term

9. What qualifications? NOCN Step-up Certificate / Diploma Entry Level English (Some in Mainstream) Entry Level Science Entry Level Maths (Some in Mainstream) Functional ICT (Level 1) AQA Functional English (Entry Level OCR, Level 1 AQA) Functional Maths (Entry Level OCR, Level 1 AQA)

10. How have we timetabled it?

11. What about the timetable for the future? Do we need so much time? A more holistic approach Working together with the Functional Skills coordinators to �double up� credit and plan units Working with LSA�s to improve the Learning and teaching for FL PLTs how should we record them?

12. Cohorts We are rolling out the programme with a new year 10 cohort We are using FFT data to identify our new �core� cohort We are looking at running another cohort in the mainstream � �triple science band� � set 4 Foundation learners Engagement! Funding! Issues!

13. Questions . . .